农村高中生英语自主学习能力培养的实验研究-毕设论文.doc

硕士学位论文
（教育硕士）
An Experimental Study on Fostering Autonomous Learning
in Rural Senior High School

农村高中生英语自主学习能力培养的实验研究

作者姓名：

指导教师：

学科专业名称：
学科教学·英语
研究方向：
英语教学

An Experimental Study on Fostering Autonomous Learning
in Rural Senior High School

By
HanJinshan
Prof. HaoHuizhen, Supervisor

A Thesis
Submitted to Hebei Normal University
In Partial Fulfillment of the Requirements for the Degree of
M.Ed. in Curriculum and Teaching

September, 2012

学位论文原创性声明
本人所提交的学位论文《An Experimental Study on Fostering Autonomous Learning in Rural Senior High School》，是在导师的指导下，独立进行研究工作所取得的原创性成果。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，已在文中标明。
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摘要

本研究基于农村中学生的特点，在自主学习理论，自主教学模式的指导下，探讨影响农村中学生自主学习的主要因素，把自主学习理论应用在高中英语课堂教学，使高中生掌握一定程度的自主学习策略方法，使他们能够主动参与英语学习，真正成为自主学习者。
本文介绍了自主学习的概念、和特点，归纳了自主学习课堂教学的特征，提出了高中英语自主学习课堂教学模式应该遵循的原则。在此基础上，作者使用旨在促进高中生自主，培养自主学习能力的课堂自主教学模式——学案教学。学案设计本着针对性的原则，开放性的原则，问题性原则，育学于乐的原则，联系生活的原则。学案设计充分考虑学生的因素，调动学生的学习动机，提高自我效能，引导学生正确归因，提升学习策略的使用能力，培养学生良好的学习习惯。
教学试验使用两个平行班，一个试验班，一个控制班，两个班的英语水平相当。教材采用人教版的高一英语必修1必修2必修3和必修4。在自主学习理论指导下通过问卷调查，教学检测，课堂试验，学生访谈等手段，发现并消除影响学生自主学习的不利因素，探索发现积极因素，将积极因素充分发挥利用在课堂自主教学模式——学案教学之中，进而达到激发农村高中生的内驱力，提高他们英语学习兴趣，养成良好学习习惯，改善学习策略培养自主学习能力的目的。为此在课堂上教师努力创设轻松民主和谐的课堂氛围，激发他们自主学习的兴趣，优化自主学习策略，倡导自主学习与合作学习相结合，引导学生自我反思与自我评价。通过这些方法，学生成为课堂的主人不仅充分发挥课堂的主体作用而且自主学习能力得到相应地提高。经过两个学期的教学实践，对前测和后测对比的结果发现，英语自主学习课堂教学模式有利于培养学生英语自主学习能力、提高高中学生英语学习效率。因此，该自主学习教学模式在教学中是切实可行的。

关键词：自主学习，自主教学，自主学习能力

2
Abstract
Under the guidance of the autonomous learning theory, and autonomous teaching model, this paper aims to discover the factors affecting the students’ autonomous learning in Grade one in rural senior high schools, on the basis of which some effective measures are proposed in order to develop the students’ ability of autonomous learning in rural high school. The author has made classroom experiment with the autonomous learning theory. In the process of classroom English teaching, the teacher helps the students apply appropriate learning strategies and take an active part in English study so as to train them to become real autonomous learners.
The paper first defines autonomous learning theory and summarizes the features of autonomous learners, analyses the characteristics of autonomous classroom teaching and follow the principles advocated by autonomous teaching model, on the bases of which, the author uses the autonomous learning model——Learning-plan Guiding in order to promote the students' autonomous learning and develop their autonomous learning ability. Learning-plan follows five principles: one class one learning-plan, opening principle, question form, interest and delight and close connection with life. When a learning-plan is designed, more attention will be paid to students’ factors in order to arouse their learning motivation, strengthen Sense of Self-efficacy, make correct use of Tendency of Returning to Reasons and learning strategies and form good learning habits.
The students in two parallel classes in Grade 1 take part in the experiment. They have the same English level. The learning materials are the textbooks of Student’s Book 1， Book 2 Book 3 and Book4 of Senior English for China published by the People’s Education Press. According to autonomous learning theory, the author uses questionnaires, teaching tests, classroom experiment and interview to discover and get rid of the bad facts on autonomous learning, collect and use positive facts so that they serve autonomous teaching——Learning-plan Guiding in order to cultivate the students’ motivation, arouse their learning interests, and help them form good learning habits, polish up learning strategies and foster the ability of autonomous learning. Therefore, in the classroom teaching, the author try to create a relaxing democratic and harmonious classroom atmosphere, arouse interest to motivate autonomous learning, optimize autonomous strategies, advocate the combination of cooperative learning and autonomous learning and develop students’ ability of reflection and self-assessment. By doing these, students become the owners of classroom learning, which gives an guarantee to students-center and improves the students’ autonomous learning abilities. After the teaching experiment, through the comparisons between the pre-tests and the post-tests between the experimental class and control class, it is proved that autonomous learning model is very helpful to enhance the students’ autonomous learning ability.

Key words: autonomous learning, autonomous teaching, autonomous learning ability

3

Contents

Chinese abstract ………………………………………………..ⅳ
English abstract ………………………………………………..ⅴ
Contents ……………………………………………………………ⅵ
Chapter 1 Introduction………………………………………….1
1.1 Background ……………………………………………………………… 1
1.2 Features of rural high school students………………………………………3
1.3 Necessity of the study……………………………………………………….4
1.4 Requirements for autonomous learning in the National English Curriculum
for Senior High School……………………………………………….. ………5
1.5 Layout of the thesis ……………………………………………….. ……… .6
Chapter 2 Literature review ……………………………….. ……… ..8
2.1 The research on autonomous learning in the west ……………….. ……… ..8
2.2 The research on autonomous learning in China ……………….. ………… ..9
2.3 Comment ……………………………………………….. ……….................11
Chapter 3 Theoretical Foundation…………….. ………....................12
3.1 Definitions of autonomous learning …………….. ………............................12
3.2 Features of autonomous learning ……………...……….................................15
3.3 Theoretical background of autonomous learning ………...............................16
3.3.1 Humanism Theory on autonomous learning ………................................16
3.3.2 Constructivism Theory on autonomous learning …....................................18
3.3.3 Cognitive Theory on autonomous learning …..........................................19
3.3.4 Metacognitive Theory on autonomous learning .......................................20
3.4 Autonomous learning model in Classroom: Learning-Plan Guiding Model…...22
3.5 Requirements for autonomous learning in the National English
Curriculum for senior high school …………….. ………..................................25
3.6 The Factors affecting autonomous learning ….. ……….................................27
3.7 Principles of fostering autonomous learning ….. ………...............................30
ⅵ
Chapter4 Experiment on LA in ZunhuaXindianzi Senior High School ……………………………………………….. ………...........................40
4.1 Hypothesis…………………………………….. ………..................................40
4.2 Subject …………………………………….. ……….......................................40
4.3 Methods …………………………………….. ………..................................41
4.3.1 Questionnaire …………………………….. ………....................................41
4.3.2 Tests…………………………….. ………...................................................42
4.3.3 Interview…………………………….. ………............................................43
4.3.4 Classroom experiment .. ………….. ………................................................43
4.3.5 Sample lesson ………….. ………................................................................43
4.4 Procedure ………….. ………............................................................................51
4.5 Data collection…….. ……….............................................................................52
Chapter 5 Results and Analysis ............................................................53
5.1 Results........................................................... .....................................................53
5.2 Analysis....................................................... .......................................................55
5.2.1 Analysis of the data from questionnaires on autonomous learning concept
.... ......................................................................................................................55
5.2.2 Analysis of the data from questionnaires on autonomous learning ability.
..........................................................................................................................56
5.3 Analyses of the data from tests.......... ................................................................57
5.3.1 Pre-test Analysis of the data from pre-test..................................................58
5.3.2 Post-test Analysis of the data from post-test...............................................58
5.3.3 Comparison............................. ...................................................................58
5.4 Analysis of the data from the interview.............................................................59
ⅶ

Chapter 6 Conclusion................................................................................64
6.1 Findings........................... ................................................................................64
6.2 Suggestions.......................................................................................................65
6.3 Limitations........................................................................................................67
6.4 Conclusion .......................................................................................................68
Bibliography......................................................................................................69
Appendix...............................................................................................................73
Acknowledgement...............................................................................................81
Paper published in MA study...................................................................82

Chapter 1 Introduction
1.1 Backgrounds
More and more attention is paid to LA in education in the 20th century's west based on psychology, philosophy, humanism, politics, social communication and global trend, especially the use of tele-teaching and Internet. Scientific and technological inventions in the 20th century have a great influence on education, especially on the development of educational technology and the educational concepts. With the invention and the use of different media, for instance, film, radio, recorder, TV, computer, satellite, CD, VCD, DVD, MP3 MP4 MP5, cell-phone and internet, the number of the people who are educated is larger and larger. It is easy and convenient for learners to learn by using them independently. In other words, scientific and technological inventions supply autonomous learning with technological supports and matter basis, which can clearly be seen from the table below.
Ages
Media
Function
In the 1920s
Silent films
Start-up periods
In the 1930s-1940s
Movies , records and tapes
Primary stage
In the 1950s-1960s
TV and programme teaching machine
Development stage
In the 1970s-1980s
Video, satellite and CAI(计算机辅助教学)
Systemic stage
In the 1990s
Multi-media, artificial intelligence and internet
Digital stage
In the 21 century
Virtual reality and virtual community
Virtual stage
（from Modern Educational Technology）
On the other hand, globalization and information age have been giving autonomous learning a stage for its growing up. Nowadays the progress of information technology makes us live in information age, in which traditional boundaries of human society are broken because of the revolution and development of IT. The earth is becoming smaller and smaller while knowledge and technology are growing more and more. A learner may not learn anything he wants from parents or teachers near him but may learn from media or the person on the other side of the line. When teachers and parents can't keep up the paces of time and information, learners just depend on themselves. In fact, now young learners are teaching their parents or parents in many ways. For example, some are teaching their parents or parents how to use cellphones, computers and cameras; how to cook a delicious dish; how to learn a foreign language by seeing movies on the internet. We are sure that some clever learners can learn faster and better independently by the means of multi-media rather than depending on teachers.
All the fields meet and mix to give birth to the concept of autonomous learning. Since the 1950s, more and more theories on autonomous learning have come into being and some are on the way. Since the 1980s autonomous learning has become a ‘buzz-word’ within the context of language learning (Little, 1991: 2). As a result of the increasing concern about autonomous learning，a new learning and teaching system，which entirely differs from the traditional ones，has drawn more and more attention of educators, researchers and educational authorities. In the west many educators and researchers focus on autonomous learning, (Holec, 1981; Dickinson, 1995; Little, 1995; Littlewood, 1996; Gardner & Miller, 1997, Benson & Voller, 1997; Brown, 2001; Nunan, 2001; ) In China, the Ministry of Education put great emphasis on autonomous learning, issuing the earliest version of English Syllabus for Senior High Schools in 2000, claiming in black and white that the students’autonomous learning should be fostered and enhanced in their learning of English language. The document is regarded as a vital evidence for the students acquiring autonomous individualized learning approaches and the advancement of their autonomous learning. In the last 20 years, educationalists in China show great interest in autonomous learnig. (LiHong,1998;HuaWeifen,2001a,2001b;WangDuqin,2002;CaoRongping,2003;PangWeiguo,2004;ShenChanghong &WangZhijiang,2005；DengJinzhou,2005; LiXiaohua &Heqiaoyan 2009; ZhuGebiao & DongKefa,2010; ShiXiaowei,2010). But in some local context the research for autonomous learning is far from satisfactory, especially in some countryside middle school. In addition, although there are quite a lot of books and papers on LA recently, they are mostly about theories. That is， the research for autonomous learning is short of the combination of both theory and practice, especially short of scientific experimental researches.
The study, based on the features of ru